National Quality Standard (NQS) - Quality Area 2: Children's health and safety
About this Policy
Woodlands is proud to offer a comprehensive framework dedicated to ensuring the safety and well-being of children. Every child participating in Woodlands services, events, and spaces deserves to feel secure and protected. We are fully dedicated to establishing Woodlands as a Child Safe Organization.
To support this aim, Woodlands had a Child Safe Environment Policy in place since 2019. On 1 July 2022 the Victorian Government introduced Eleven (11) new Child Safe Standards and to reflect these changes we are developing a new Child Safe Policy to be in place in 2023.
Our service is committed to:
- Creating and maintaining a Child Safe Organization;
- protecting children;
- preventing child abuse;
- implementing the Child Safe Standards and the associated reporting obligations;
- modeling good practice and processes in keeping children safe from harm or child abuse;
- creating a culture of child safety and recognising that protecting children and preventing and responding to child abuse is a service wide responsibility;
- promoting cultural safety for Aboriginal and Torres Strait Islander children and children from culturally and or linguistically diverse backgrounds and the safety of children with a disability; and
- adopting and maintaining a zero-tolerance position in relation to the intentional harm of any child.
National Quality Standard (NQS)
Quality Area 2: Children’s Health and Safety
- 2.2 Safety - Each child is respected\
- 2.2.1 Supervision - At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard
- 2.2.2 Incident and emergency management - Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practiced and implemented.
- 2.2.3 Child Protection - Management, educators and staff are aware of their roles and responsibilities to identify and respond to every child at risk of abuse or neglect.
National Regulations -
Children (Education and Care Services) National Law NSW
- 84- Awareness of child protection law
- 273- Course in Child Protection
Other Relevant Laws-
- Children, Youth and Families Act 2005 (as amended 2014) (VIC)
- The Commission for Children and Young People Act 2012
- Failure to Disclose 2014
- Failure to Protect 2015
- The Charter of Human Rights and Responsibilities Act 2006 (VIC)
- Working With Children Act 2005 (VIC)
- Child Wellbeing and Safety Act 2005 (VIC)
- Family Law Act 1975
The Child Safe Standards
Click link above ⬆️
The Standards were introduced as part of the response to the 2013 Victorian Parliamentary Inquiry into the Handling of Child Abuse by Religious and Other Non Government Organizations (the Betrayal of Trust Inquiry). The Standards were introduced via amendment to the Child Safety and Wellbeing Act 2005 (Vic), and from January 2017, all Victorian organizations which provide services for children were required to comply with the Standards. In July 2021, a new set of Standards were legislated to commence from July 2022.
Child Safe Standard 1 Organizations establish a culturally safe environment in which the diverse and unique identities and experiences of Aboriginal children and young people are respected and valued
Child Safe Standard 2 Child safety and wellbeing is embedded in organizational leadership, governance and culture
Child Safe Standard 3 Children and young people are empowered about their rights, participate in decisions affecting them and are taken seriously
Child Safe Standard 4 Families and communities are informed, and involved in promoting child safety and wellbeing
Child Safe Standard 5 Equity is upheld and diverse needs respected in policy and practice
Child Safe Standard 6 People working with children and young people are suitable and supported to reflect child safety and wellbeing values in practice
Child Safe Standard 7 Processes for complaints and concerns are child focused
Child Safe Standard 8 Staff and volunteers are equipped with the knowledge, skills and awareness to keep children and young people safe through ongoing education and training
Child Safe Standard 9 Physical and online environments promote safety and wellbeing while minimizing the opportunity for children and young people to be harmed
Child Safe Standard 10 Implementation of the Child Safe Standards is regularly reviewed and improved
Child Safe Standard 11 Policies and procedures document how the organization is safe for children and young people
Purpose
It is important that children are able to learn and develop in a safe and supportive environment. The safety, health, and wellbeing of children is our number one priority. We have zero-tolerance for child abuse and are committed to acting in children’s best interests. We will ensure our environment and practices are always safe, consistent with best practice and legislative requirements including the Child Safe Standards.
All Educators, Staff, and Volunteers are committed to identifying possible risks and significant risks of harm to children and young people at the Service. We comprehend our duty of care responsibilities to protect children from all types of abuse and adhere to our legislative obligations at all times.
Woodlands will encourage and support Aboriginal children to express their culture and enjoy their cultural rights and commits to creating culturally safe environments. Woodlands will actively facilitate the voices of children in planning, the design and delivery of services, programs and events and in the management of facilities. Woodlands’ priority is to involve children in opportunities to influence matters that affect them as active citizens in their community. Woodlands will treat all reports of child safety concerns seriously and will actively encourage children to raise such issues.
We aim to implement effective strategies to assist in ensuring the safety and wellbeing of all children. Woodlands will perform proficiently and act in the best interest of the child, assisting them to develop to their full potential in a secure and caring environment by:
- Creating and maintaining a Child Safe Organization;
- protecting children;
- preventing child abuse;
- implementing the Child Safe Standards and the associated reporting obligations;
- modeling good practice and processes in keeping children safe from harm or child abuse;
- creating a culture of child safety and recognizing that protecting children and preventing and responding to child abuse is a service wide responsibility;
- promoting cultural safety for Aboriginal and Torres Strait Islander children and children from culturally and or linguistically diverse backgrounds and the safety of children with a disability; and
- adopting and maintaining a zero-tolerance position in relation to the intentional harm of any child.
Scope
This policy applies to children, families, staff, management, and visitors of the Service.
Implementation
Our Service commits to an environment and practices which are consistent with the Child Safe Standards as follows:
- Strategies to embed an organisational culture of child safety, including through effective leadership arrangements
- A child safe policy
- A code of conduct that establishes clear expectations for appropriate behaviour with children
- Screening, supervision, training and other human resources practices that reduce the risk of child abuse by new and existing personnel
- Processes for responding to and reporting suspected child abuse
- Strategies to identify and reduce or remove the risk of abuse
- Strategies to promote the participation and empowerment of children
Many of the practices and procedures which support these standards are embedded in our existing policies which are referenced below with additional comment where relevant.
Strategies to embed an organisational culture of child safety, including through effective leadership arrangements
Under our Educator and Management Policy, the Nominated Supervisor embeds a culture of child safety in several ways including:
- ensuring staff are appropriately qualified and ratios are met
- ensuring all staff understand their responsibilities under the National Law and Regulations, National Quality Standard (NQS) and the Early Years Learning Framework (EYLF)
- ensuring all staff, visitors and volunteers are aware of and comply with our Code of Conduct
- organizing appropriate information, instruction, training or supervision to staff
Our Child Protection Policy outlines our Child Protection Risk Management Strategy:
- Code of Conduct
- Recruitment, Selection and Training Procedures which include child protection principles (also Standard 4)
- Procedures for Reporting and Documenting Abuse or Neglect (also Standard 5)
- Procedures for Managing Breaches
- Risk Management for High-Risk Activity
- Information for Families
Under the NQS, children’s culture and heritage must be regularly embedded in our learning programs. For example:
NQS 1.1.1 Approved learning framework - Curriculum decision-making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners, and effectiveness as communicators.
NQS 1.1.2 Child-centred - Each child’s current knowledge, strengths, ideas, culture, abilities, and interests are the foundation of the program.
Additionally, educators integrate EYLF Principles and Practices like ‘respect for diversity’, ‘cultural competence’, and ‘high expectations and equity’ into the curriculum to ensure children achieve the learning outcomes related to their identity, connection to their world, and sense of wellbeing. Educators do this in numerous ways including:
- providing resources and information that promote Indigenous and other cultures
- establishing links with local Indigenous and cultural groups
- inviting families and community members to visit the service and complete activities and experiences with the children
- through intentional teaching strategies promoting Indigenous customs, stories, traditions, history and that of other cultures
- through an “Acknowledgement of Country” at public meetings and events
- working with other professionals to assist children with additional needs
- ensuring all children can participate in learning activities
Records which enable staff to monitor and review incidents, and implement continuous improvement practices, are maintained as required under the National Law and our Incident, Injury, Trauma and Illness Policy.
A child safe policy
This policy is available to all families in our policy folder, as part of our regular policy review program and as part of our enrolment pack.
A code of conduct that establishes clear expectations for appropriate behaviour with children
The Code of Conduct in our Educator and Management Policy sets out clear expectations for appropriate behaviour with children. For example, all staff and volunteers will:
- implement activities and experiences that are age-appropriate, culturally sensitive and inclusive
- comply with all service policies, including those which protect children from harm, abuse, and neglect
- refrain from developing close personal relationships with children outside work
- refrain from using abusive, derogatory or offensive language
- not favor any particular child.
The Code also provides the following examples of appropriate interactions with children
- use of YouTube, social media and technology to support age-appropriate curriculum
- physical contact to soothe children, build trusting relationships, demonstrate learning and skills and assist children with additional needs
- families and visitors will not have physical contact with children at the service that are not their own unless a staff member is present.
We will also display the United Nations Convention on the Rights of the Child.
Our Relationships with Children Policy also contains clear guidelines on appropriate behaviour with children as discussed under Standard 6.
All families must declare they have read and understood our policies and Code of Conduct and will comply with them when signing our enrolment form.
Screening, supervision, training and other human resources practices that reduce the risk of child abuse by new and existing personnel
Our Educator and Management Policy details our commitment to the professional development and performance management of all staff. It explains, for example, that the Nominated Supervisor will complete an annual performance appraisal for all staff, as well as for new staff after 6-12 months of service. Appraisals are used to ensure staff is aware of their duties and responsibilities and to identify training needs which include child safety practices. The Nominated Supervisor will ensure funds are set aside for training in the annual budget.
Child protection training may cover the definition of abuse, how to identify abuse, and reduce risks, including for children with disabilities, inappropriate behaviour between children, and inappropriate behaviour between children and adults. Training may occur through a recognised face to face or online training course, mentoring, and staff meetings.
This Policy also outlines orientation practices to ensure new or returning staff are aware of current service policies and procedures, and relevant legislative requirements including their child protection obligations. Training is undertaken where required.
Our Child Protection Policy contains recruitment and selection procedures that reduce the risk of child abuse by staff. The procedures cover position descriptions, advertising, interviews, and selection of candidates. For example:
- position descriptions will clearly describe the expectations for staff to provide a safe and supportive environment for children (also Standard 1)
- job advertisements will state applicants need to have a clear Working With Children Check
- applicants will be questioned on their understanding of child safety and child protection, and permission is obtained to contact referees
Our Staffing Arrangements Policy sets out the required ratios of staff to children, staff qualifications, and the requirement for the Nominated Supervisor to read a person’s Working With Children Check before the person is employed or works as a volunteer at the service (unless exemptions apply).
Other procedures in this Policy that reduce the risk of abuse include:
- more than one staff member being present when children attend
- always supervising students and volunteers
- educators positioning themselves (outdoors) so they see as much as possible
Processes for responding to and reporting suspected child abuse
Our Child Protection Policy contains clear procedures for responding to and reporting suspected abuse and neglect, including allegations of abuse made against staff members. Where staff members are involved, the Approved Provider or Nominated Supervisor must review the person’s duties, and if they continue to interact with children while the allegation is investigated, ensure they are appropriately supervised at all times.
The Policy outlines appropriate interactions and behaviour if staff receive a disclosure of abuse from a child or adult, and contains information for families about the way staff teach children about protective behaviour.
Our response to cases of abuse will be culturally sensitive. For example, we will engage with families and/or community members to improve our understanding of cultural behaviours and inform our responses.
Our Educator and Management Policy outlines our commitment to training, including training in child-safe practices to meet staff needs and obligations (see Standard 4).
We will display Step by Step Guide to Making a report to Child Protection or Child First, outlining child protection contact numbers.
Strategies to identify and reduce or remove the risk of abuse
Our Relationships with Children Policy contains extensive guidelines and examples about positive interactions with children to promote their self-esteem, and positive behaviour guidance. The Policy also clearly states that staff will not isolate, intimidate, or subject children to corporal punishment to guide behaviour. Instead staff may take actions which include:
- ignoring negative behaviour and praising positive behaviour
- using keywords with signing and visuals to help children with communication difficulties
- using minimal steps in directions and allowing time for children to understand
- using terminology that children understand
- providing opportunities for exercise which can calm anxious or agitated children
- intentionally teaching behaviours
- putting themselves in the child’s position to try and understand where the behaviour came from
Our Educator and Management Policy sets out the practices which will be followed for visitors to the service:
- visitors will never be left alone with children and will always be supervised by staff
- visitors must have or obtain a child protection clearance (unless exempt) before being allowed into the service
- specialists or professionals engaged to support a child will only be allowed to visit and engage with the child if written authorisation has first been obtained from the child’s parents
This policy also outlines our commitment to training, including in child-safe practices, to meet staff needs and obligations (see Standard 4).
Our Technology Usage Policy requires technology only to be used to support children’s learning, that only age-appropriate websites will be accessed and that staff will directly supervise children when they are on-line. Children will view ‘G’ rated videos only.
Our Social Media Policy contains a number of measures designed to ensure children’s privacy and wellbeing. For example:
- staff will not post any information or photos from the service on personal social media accounts
- staff will not use their personal camera or phones to take photos or video while at the service
- the Nominated Supervisor must obtain authorisation from a child’s parents before posting any photos of their child on a service social media account or website
Comments made under Standard 4 also apply.
Strategies to promote the participation and empowerment of children
The National Quality Standard (NQS) promotes children’s agency and participation in many ways. We are required to meet the following NQS Elements for example:
1.1.2 Child-centred - Each child’s current knowledge, strengths, ideas, culture, abilities, and interests are the foundation of the program
1.1.3 Program learning opportunities - All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning
1.2.3 Child-directed learning - Each child's agency is promoted, enabling them to make choices and decisions that influence events and their world
3.2.1 Inclusive environment - Outdoor and indoor spaces are organised and adapted to support every child's participation and to engage every child in quality experiences in both built and natural environments
5.1.1 Positive educator to child interactions - Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident, and included.
Together with the EYLF, the NQS requires educators to be responsive to children’s ideas, interests, and needs. For example, the EYLF principle ‘Partnerships with Families’ and EYLF Practice ‘Responsiveness to Children’ promote respectful and reciprocal relationships with children based on a deep understanding of their interests, community, and culture. Educators view children as active participants and decision-makers. These types of relationships empower children to voice their views, ideas, and concerns.
Staff will regularly discuss children’s rights with children, including their right to make decisions about their body and privacy, that they have a right to feel safe at all times, to recognise signs that they do not feel safe, and that staff are available for them if they have any concerns (discussed further in our Child Protection Policy)
Our Relationships with Children Policy contains extensive guidelines on the inclusion and agency of all children. For example, staff will:
- allow children to be as independent as possible, try things for themselves and experience the consequences of their choices while considering the risk and benefit to others
- ensure the curriculum is generated mainly from children’s ideas and interests
- promote and value cultural diversity and equity for all children, families, and colleagues
Our Additional Needs Policy indicates we welcome children with additional needs (including children from diverse cultural backgrounds) and will design or adapt the environment to ensure every child can participate and achieve meaningful learning outcomes. We will work with professionals, families, and children to ensure that learning environments are suitable and implement plans or instructions.
Any questions about child safety or this Policy may be directed to the Approved Provider, Nominated Supervisor, or Certified Supervisor in day to day charge of the service. If you have any concerns about the way these managers address or respond to child safety issues, you may contact the Child Protection Hotline on 131 278, the Department of Education and Training (Children’s Services ) on 1300 307 415 or the Police on 000.
| 🛎 Reporting Authority | ☎️ Contact Details |
|
Ph: 13 12 78 Ph: 1800 212 936
|
| 🏛 Jurisdictional Contacts | ☎️Contact Details |
|
North Division Banyule, Buloke, Darebin, Campaspe, Central Goldfield, Gannawarra, Greater Bendigo, Hume, Loddon, Macedon Ranges, Mildura, Moreland, Mount Alexander, Nillumbik, Swan Hill, Whittlesea, Yarra |
|
|
South Division Bass coast, Baw Baw, Bayside, Cardinia, Casey, East Gippsland, Frankston, Glen Eira, Greater Dandenong, Kingston, Latrobe, Mornington Peninsula, Port Phillip, South Gippsland, Stonnington, Wellington |
|
|
East Division Alpine, Benalla, Boroondara, Greater Shepparton, Indigo, Knox, Manningham, Mansfield, Maroondah, Mitchell, Moira, Monash, Murrindindi, Strathbogie, Towong, Wangaratta, Whitehorse, Wodonga, Yarra Ranges. |
|
|
West Division - Rural and regional only Ararat, Ballarat, Colac-Otway, Corangamite, Glenelg, Golden Plains, Greater Geelong, Hepburn, Hindmarsh, Horsham, Moorabool, Moyne, Northern Grampians, Pyrenees, Queenscliffe, Southern Grampians, Surf Coast, Warrnambool West Wimmera, Yarriambiack |
|
|
West Division - Metropolitan only Brimbank, Hobsons Bay, Maribyrnong, Melbourne, Melton, Moonee Valley, Wyndham
|
|
Source
Reporting abuse and neglect: https://aifs.gov.au/cfca/publications/reporting-abuse-and-neglect Mandatory Reporting: https://aifs.gov.au/publications/families-policy-and-law/14-mandatory-reporting-laws Revised National Quality Standard: http://www.dhs.vic.gov.au/data/assets/pdf file/0003/582591/flowchart-mandatory-reporting-27-5-10.pdf
http:// providers.dhhs.vie.gov.au/child-safe -standards>.
|
| 📅 Policy Reviewed/Modification Dates | ✍️ Modifications & Updates |
|
|
|
|
|
|
Feedback & Collaboration
- At Woodlands, we are committed to continuous improvement and ensuring that our policies and procedures reflect the needs and expectations of everyone we serve. We highly encourage all forms of feedback, whether positive or constructive, to help us refine and enhance our practices.
- 👆 Click Here To Access The Woodlands Policies & Procedure Feedback & Collaboration Form